13IMPROVE THE TRAINING FUTURE PRE-SCHOOL TEACHERS
Lola Shukurovna Boliyeva
Teacher, Chirchik State Pedagogical Institute, Uzbekistan
ABSTRACT
In the mental development of children, classes on the development of elementary mathematical concepts are of great importance. The teacher must know not only how to teach preschoolers, but also what he teaches them, i.e. he must be clear about the mathematical essence of the ideas that he forms in children. In kindergarten, preschoolers are introduced to counting. Mathematical tasks and exercises teach children to think, think logically, expand their ideas about the environment.
Keywords: principle, preschool education, teaching principles, personality-oriented activity.
INTRODUCTION
Increased attention to the training of primary school teachers due to the introduction of a mass school practice technologies and methodologies of developmental education. The logic of scientific fields, their conceptual understanding and synthesis, naturally raises the problem of radical reconstruction of schools, a fundamental change of direction in education.
Start of school - one of the most important moments in the life of a child. From where in the educational system, he will, what will be his first teacher, depends largely on its success and self-actualization in the future. The process of improving professional skills include not only the restructuring and improvement of knowledge and skills of the teacher, but also the improvement of his personality. The significance of this approach to the problem of training of primary school teachers is due, firstly, increased responsibility and complexity of the challenges facing them, and secondly, the lack of science-based development of effective influence on the process of becoming professional skills of primary school teachers.
Elder preschool children show a spontaneous interest in mathematical categories: quantity, shape, time, space, which help them to better navigate things and situations, organize and connect them with each other, and contribute to the formation of concepts.
Kindergartens and kindergartens take this interest into account and try to expand children's knowledge in this area. However, acquaintance with the content of
these concepts and the formation of elementary mathematical concepts is not always systematic, and often one wants to wish for the best.
In the mental development of children, classes on the development of elementary mathematical concepts are of great importance. The teacher must know not only how to teach preschoolers, but also what he teaches them, i.e. he must be clear about the mathematical essence of the ideas that he forms in children. In kindergarten, preschoolers are introduced to counting. The concept for preschool education, guidelines and requirements for updating the content of preschool education outline a number of fairly serious requirements for the cognitive development of preschoolers, of which mathematical development is a part.
METHODOLOGY LITERARY REVIEW
The measurement activity is quite complex. It requires specific skills, familiarity with the system of measures, the use of measuring instruments. The use of conditional measures makes measurement available to young children. The term "measurement by conventional measures" means the ability to use measuring instruments.
Conventional measure (measure) - an object used as a means of measurement, a kind of measurement tool. At the same time, it acts as a measure (unit of measurement) in this particular case. With tape, rope, stick, step, the length of the path in the garden can be measured. A spoon, a cup, a jar, a glass is used to determine the volume of liquid and bulk substances. The measurement of objects with conventional measures is peculiar: the unit of measurement is chosen arbitrarily, depending on the situation and specific conditions (this does not require knowledge of the generally accepted system of measures), the assessment of the value is private and less accurate than when measuring with generally accepted units.
The use of conventional measures, although it simplifies the activity of measurement, does not change its essence, which consists in comparing any quantity with a certain quantity of the same kind, called a unit of measurement. A conditional measurement is selected taking into account the characteristics of the measured object. In this case, the child is provided with sufficient, but not unlimited freedom of choice. Uniformity, "kinship" of what is measured and by what, is a necessary condition on which the choice of a particular measure is based.
The need for the simplest measurements arises in children in practical matters: to make beds of the same length and width, stand one after the other in height in gymnastics classes, determine whose building was higher, who jumped further in physical education classes, etc. Most often, it is required to make a measurement to
perform various tasks of a constructive nature, in building games, in classes in visual activity and physical education, in everyday life. In the daily life of the kindergarten and at home, situations of the most diverse nature arise that require elementary skills in measuring activity. The better the child masters them, the more effective and productive this activity proceeds. Having learned how to measure correctly in special classes, children will be able to use these skills in the process of manual labor, creating applications, designing, when laying out beds, flower beds, paths, etc. The purposeful formation of the elements of measuring activity in preschool age lays the foundations for the skills and abilities necessary for a future working life.
Personality, as is known, is formed in the work, especially in the leading activity. For the teacher is that of teaching activities, the development of which started during the training. Educationally purposeful activity "breeds" (Leontiev) the necessary professional and personal qualities, which then ensures the success of professional work.
Building a unified system of psycho-pedagogical support of primary school teachers in the process of training in high school would, in the opinion of Zapesotsky, enhance their personal and professional development.
A. Zapesotsky wrote that the directions of support can be: the actual teaching and pedagogical interaction; interaction on the basis of the research activities; interpersonal interaction of educational process; interaction on the basis of targeted counseling and educational support to students.
To regulate and measure their performance, enhance its effectiveness, the teacher uses a variety of methods of self-examination, self-control, self-esteem and self-correction, trying to achieve a high level of professionalism and to develop not just the individual, and the individual-best style of its activities.
Pedagogical orientation of the individual as an integral quality, including in its substructure interest and inclination to pedagogical work, love for children, and focus on the development of the individual student.
Educational qualification or professional the necessary knowledge, skills, teaching skills.
Teaching abilities, in particular, teaching, academic, perceptual, organizational, expressive voice, communication, reflective, management, strong-willed (authoritarian), actor (elements), suggestive, projective, constructive, creative, and some others.
Teacher identity of the teacher as a set of ideas about themselves and their profession, self-assessment, definition of their goals and perspectives.
Personality of the teacher is the pivotal factor in academic work, because self-realization of the individual teacher, psychic development aimed at the student is the main content of the teacher. However, in all labor there is a result, in the teacher's work is training and education students. Consequently, the formation of the ability to achieve the best results in their work and to objectively assess their well beyond the scope of training teachers.
RESULTS AND DISCUSSION
In the professional training of students - future teachers need to build flexibility of thinking, the ability to diagnose and predict the development of students, to foresee the results of their actions, the ability to not only put the pedagogical goals, but also to ensure their optimal way.
It should be noted that the main problem of training of primary school teachers abroad thoroughly covered a number of researchers. In particular, scientists recognize that in order to make teacher training more effective, it is necessary to create conditions for the organization of creative educational experience of the student. As a means to implement an individual approach to training is offered: individualized training program; one mentoring, training, built on the basis of seminars, promoting the development of reflective thinking, keeping students' reflective diary, the creation of the students together with teachers problematic model of pedagogical process.
Attracts experience in training of primary school teachers in France. As noted in the studies of N.A. Konstantinov, E.N. Medynsky and V.A. Roterberg first pedagogical condition associated with professional and pedagogical training of primary school teachers, includes the following:
-I- choice of the teaching profession motivation (future students of university
institutes are selected on the basis of personal affairs and a special interview); -I- formation of the personality traits of primary school teachers with the help of elective courses: integration of consciousness, global thinking, broad awareness;
-I- preparation of the teacher to address contemporary issues: school adaptation of
children of different ethic groups; -I- practical orientation in teaching psychology and pedagogy: future teachers acquire test tasks and their decoding technique.
The second condition, providing effective training of primary school teachers, is the modernization of teaching practice in the preparation of primary school teachers. In modern France created three models of organization of teaching practice: -I- pedagogical practice plays a subordinate role;
-I- teaching practice students acquire only instructional techniques;
-I- practice teaching masters analytical pedagogy.
In the UK, during the training of primary school teachers in universities focusing on deep mastery of the future teachers of one of their main subjects taught in elementary school, as well as the study of the characteristics of teaching children with different physical and mental abnormalities. In British universities, there is a form of learning how to tutor. Tutor, unlike ordinary teacher does not teach any subject, and helps the student to make a personal training plan and advises on the issue during the period of study. Teacher education in England has a number of interesting practical features, such as:
1. The institution is obliged to observe the work of their students in the school at least one year after the release;
2. The institution is obliged to bring to the learning process of the best school teachers.
In Germany, a significant proportion of professional training, according to the curriculum of students' independent work. In German universities accepted students practice writing a large number of abstracts, perform creative tasks, projects, etc., records, reports that in the form of presentations at seminars are a condition of admission to the examinations and tests.
At German universities there is a steady downward trend in lecture form of employment and to increase employment in the form of seminars. Practice of training seminars by students. Students have a greater advisory support leading teachers courses. Individual form with students in Germany occupies an increasingly important place in the educational process.
Analyzing the experience of pedagogical institutes and universities around the training of primary school teachers, we can identify the following trends of improving student learning:
-I- psycho-pedagogical and sociological orientation content of teacher education; practical training of future teachers to communicate on the basis of training sessions;
-I- reform of teaching practice;
-I- use of practice-oriented forms of learning: mikroprepodavanie, simulation case studies, analysis Movies lessons, school and laboratory workshops;
-I- use of information technology;
-I- increase in the proportion of self-study students.
Since the implementation of this concept envisages the construction of expanded theoretical and methodological framework for modeling the processes of
human development as integral individuality; development target, content and technology base, research projects and corrective developing practical developments. The main result, which are oriented professionals support students in pedagogical high school becomes - a return to the essence of the teaching profession, involving: -I- support for achievements and success of the child;
-I- help and support the student in the optimistic perception of the world in all its complexity; and in accordance with the policies of modernization of education. Vocational training forms the students goals and career prospects. It happens, depending on the level of self-esteem and aspirations of the person, taking into account the ideal master teacher, which are oriented students.
CONCLUSION
Ideal for today's students, as a rule, or is your favorite teacher, or a well-known educator and innovator. Thus, the level of planned achievements is usually high, but the desire for it is not always matched by practical actions, dreams disagree with real success in school, in the passage of supervised practice. Often students blindly copy samples, even better; they are not aware of their strengths and weaknesses and therefore can not develop their own individual style of activity. Incidentally, this also leads to dissatisfaction or partial satisfaction study, the results of the practice, and later professional work. Teachers should help students of high school in the formation of adequate self-esteem and level of aspiration, in order to prevent possible disappointment and frustration because of failures in work.
REFERENCES
1. Abdulkhayevich, A. A. (2020). Challenges, Cluster and Professional Support of Today's Early Educators' through Literacy and Language that Creates a Sense about the Concept of Early Education. International Journal of Word Art, (2).
2. Abdullayev, A. A. (2020). System of information and communication technologies in the education. Science and World, 5(81), 19-21.
3. Abdullayev, A. A. (2020). Cluster method in the development of critical thinking technology in the lessons in primary school. Science and World, 5(81), 16-19.
4. Abdullayev, A. A. (2020). Development of professional skill of teachers in the higher education institutions. TDPU ilmiy axborotlari, 10, 191-194.
5. Abdullayeva, M. (2020). Bo'lajak tarbiyachilarning qobiliyatini rivojlantiruvchi asosiy omil. Zamonaviy fan va talim-tarbiya: muammo, yechim, natija, 1, 112-114.
6. Abdurashidovna, M. D. (2020). Idea of philosophy and sufisis in poetry (On the example of Z.Mamadalieva's work). Internation Journal of Word Art, (2).
7. Atabekov, F. O. (2020). Boshlang'ich sinf o'quvchilarida jismoniy hattiharakatlarni mustaqil egallash ko'nikmalarini shakllantirish. Zamonaviy fan va talim-tarbiya: muammo, yechim, natija, 1, 229-231.
8. Gimazutdinov, R. G. (2020). Theoretical basis of physical education of children of preschool age. Academic Research in Educational Sciences, 1(4).
9. Hamidovna, N. R. (2020). Preparation of children in schools by making technological techniques in pre-school education. European Journal of Research and Reflection in Educational Sciences, 8(2), 120-124.
10. Juraboev, A. B. (2020). The formation of general cultural attitudes towards the environment among students as a factor in the development of a healthy lifestyle.
Academic Research in Educational Sciences, 1(4).
11. Mahmudova, D. B. (2020). Teaching applique for older preschool children.
Academic Research in Educational Sciences, 1(4).
12. Narimbaeva, L. K. (2020). The Development Of The Preschool Education System Is A Requirement Of The Times. The American journal of social science and education innovations, 2(11), 108-111.
13. Nosirova, R. K. (2020). Methodology for teaching outdoor games in preschool institutions. Academic Research in Educational Sciences, 1(4).
14. Sanakulov, X., & Sanakulova, A. (2020). Boshlang'ich texnologiya ta'limining muhim omillari. Zamonaviy uzluksiz ta'lim sifatini oshirish: innovatsiya va istiqbollar, (3), 66-68.
15. Sanakulova, A. (2020). Maktabgacha yoshdagi bolalarni intellektual ta'lim va tarbiyasida innovatsion yondashuv. Zamonaviy uzluksiz ta'lim sifatini oshirish: innovatsiya va istiqbollar, (3), 64-66.
16. Shukurovna, B. L. (2020). The importance of literary tales in national education.
International Journal of Word Art, (2).
17. Soatov, E. M. (2020). Psychological properties development of volitional qualities in pupils. Academic Research in Educational Sciences, 1(4).
18. Xatamjanovna, N. Z. (2020). Critical text of the codex cumanicus manuscript.
International Journal of Wort Art, (2).
19. Xurramov, E. E. (2020). Ajdodlarimiz bolalarda ijtimoiy sog'lom muhitni shakllantirish xususida. Zamonaviy fan va talim-tarbiya: muammo, yechim, natija, 1, 236-238.
20. Yuldoshevna, S. Z. (2020). History of the prophets and judges - light of spirituality. International Journal of Word Art, (2).
21. ASgymaeB, A. A. (2020). Xan»; yftHKrapHgaH ^oftganaHHm yKyBHurapHH SapKaMOH khhhS TapSH^am ftymapH. MyannuM eay3nyKCU3 mabnuM, 1(1), 10-13.
22. Атабеков, Ф. О. (2020). Теория и методика обучение воллейболистов игровой деятельности. Научный вестник ТГПУ, 10, 194-198.
23. Болиева, Л. Ш. (2020). Мактабгача таълимда соFлом турмуш тарзини яратишда халк уйинлари. Муаллим ваузлуксиз таълим, 1(1), 122-125.
24. Муталова, Д. А. (2020). Мактабгача таълимда интерактив методлар - сифат ва кластер самарадорлик омили. Муаллим ва узлуксиз таълим, 1(1), 131-133.
25. Тешабаева, З. С. (2020). Олий таълим жараёнида булажак тарбиячиларни инновацион фаолиятга тайёрлаш. Замонавий таълим, 1(86), 30-34.
26. Шанасирова, З. Ю. (2020). Мактабгача таълим мазмунини оширишда замонавий технологиялардан фойдаланишда кластер тизими. Муаллим ва узлуксиз таълим, 1(1), 125-128.
27. Шонасирова, З. Ю. (2020). Психолого-педагогическая компетентность учителя начальных классов. Научный вестник ТГПУ, 10, 198-201.
